ABSTRACT
The major problem with most of the investigations considered is that they are linked to the curriculum as it is at present, and one must consider to what degree the conclusions may remain relevant in a new computer paradigm. This consideration is intimately linked to the nature of two essentially different types of cognitive obstacles. The Research Agenda Project conference on algebra, we are reviewing the research of the past before turning to the possible effects of the new technology. The reviewer takes a standard school curriculum view of algebra, leavened with the wisdom of his experience in mathematical education. The computer is likely to challenge many fondly held beliefs concerning the comparative difficulties of algebraic concepts. A most valuable way of building and testing algebraic concepts is through programming, even though some concepts are bound to be bestowed with meanings different from those found in pencil-and-paper algebra.
